Early Release Professional Early Release Professional DevelopmentDevelopment

February 15, 2012February 15, 2012

Do we Drive or Navigate Classroom Do we Drive or Navigate Classroom Discussion?Discussion?

As we “grow” our processes, As we “grow” our processes, we must continue to we must continue to

apply what we already know apply what we already know about good teaching and about good teaching and

learning.learning.

Learning Targets for TodayLearning Targets for Today

I can understand that this year’s focus is to I can understand that this year’s focus is to transform thinking and instructional practice, transform thinking and instructional practice, not implement Common Core Standards (with not implement Common Core Standards (with the exception of K-2 math)the exception of K-2 math)

I can plan purposeful and meaningful questions I can plan purposeful and meaningful questions for my students for my students

I can understand the ACE strategy for student I can understand the ACE strategy for student responsesresponses

I can understand Math Practice #3 I can understand Math Practice #3

What does common core look What does common core look like?like?

What do you think we need to do?What do you think we need to do?

https://www.teachingchannel.org/videos/https://www.teachingchannel.org/videos/common-core-state-standards-elementary-common-core-state-standards-elementary-school--2?fd=1school--2?fd=1

BlogBlog

Where have we been? Where have we been? Where are we going?Where are we going?

Shifts that need to be made before next year:Shifts that need to be made before next year: 8 practices: conceptual to abstract; focus on 8 practices: conceptual to abstract; focus on

problem solving and explaining thinking; problem solving and explaining thinking; decomposing and composing numbers; decomposing and composing numbers;

Balancing Informational and Literary TextsBalancing Informational and Literary Texts Emphasize literacy experiences across content Emphasize literacy experiences across content

areasareas Attention to text complexityAttention to text complexity Rich questioning and providing answers with Rich questioning and providing answers with

evidence based on textevidence based on text Writing from sourcesWriting from sources Focus on academic vocabulary Focus on academic vocabulary

Today’s ThemeToday’s Theme

Video ClipVideo Clip

Keeping this in mind, that we want to Keeping this in mind, that we want to become scholars of the text, not just become scholars of the text, not just witnesses…witnesses…

http://www.iss.k12.nc.us/tech/6shifts/default.htmlhttp://www.iss.k12.nc.us/tech/6shifts/default.html

As a group, complete the synthesis As a group, complete the synthesis strategy you have in front of you.strategy you have in front of you.

Text-based AnswersText-based Answers

Discussion as a group, what did you Discussion as a group, what did you interpret? It is a necessary skill for our interpret? It is a necessary skill for our students to be successful…students to be successful…

The new CCSS ask students to support The new CCSS ask students to support their reasons over and over.their reasons over and over.

Key Connections in Shift 4: Key Connections in Shift 4: Text-based AnswersText-based Answers

““Careful planning; There is a real shift here. [This Careful planning; There is a real shift here. [This requires] spending much more time in preparing for requires] spending much more time in preparing for instruction by reading carefully yourself.”instruction by reading carefully yourself.”

What What areare “questions worth asking”? “questions worth asking”? ““We talk in terms of pre-reading, during reading and We talk in terms of pre-reading, during reading and

post reading, but in many ways there’s just reading.”post reading, but in many ways there’s just reading.” ““Where did the author say that? Why do you think Where did the author say that? Why do you think

the author believes that? Show me the words in the the author believes that? Show me the words in the text.”text.”

How do “Students become scholars, not just How do “Students become scholars, not just witnesses of the text”?witnesses of the text”?

Password overridePassword override Username- ISSTeacherUsername- ISSTeacher Password- S@f3Br0ws3Password- S@f3Br0ws3

Highlight using Microsoft WordHighlight using Microsoft Word

Diigo overviewDiigo overview

TechnologyTechnology

BreakBreak

10 minute break10 minute break

Mrs. York’s visualization Mrs. York’s visualization modelmodel

Mrs. Taylor and writingMrs. Taylor and writing

Wouldn’t it be great if we had a tool Wouldn’t it be great if we had a tool to help the kids with that?to help the kids with that?

Wouldn’t it be great if we had a tool Wouldn’t it be great if we had a tool to help the kids with TRC?to help the kids with TRC?

Wouldn’t it be great if we had one Wouldn’t it be great if we had one tool that we could use in every tool that we could use in every

subject?subject?

There is a practice problem that you can There is a practice problem that you can do specific to your grade level. Complete do specific to your grade level. Complete the ACE document to solve the problem.the ACE document to solve the problem.

Share your answers with your table.Share your answers with your table.

Read Math practice 3.Read Math practice 3.

Remember: It’s about making choices that meet learnersRemember: It’s about making choices that meet learners

where where theythey are! are!

Use ACE with Use ACE with textbooktextbook

Use ACE with a Use ACE with a passage passage

ACE at the ACE at the student’s lexile student’s lexile

levellevel

ACE with multiple ACE with multiple levels of textlevels of text

Continuum of Implementation

Math PracticeMath Practice

Math Practice 3:Math Practice 3:

Construct viable arguments and critique Construct viable arguments and critique the reasoning of others. the reasoning of others.

- Handout is grade level specific- Handout is grade level specific

- What does this mean?- What does this mean?

Update on Assessments!Update on Assessments!

MEMO: Re: SMARTER Balanced Item MEMO: Re: SMARTER Balanced Item Specifications review and feedback Specifications review and feedback opportunity opportunity Date: January 31, 2012 Date: January 31, 2012

To: LEA, teachers, vendors CC: Kevin King, Nikki To: LEA, teachers, vendors CC: Kevin King, Nikki Elliott-Schumann, Viji Somasundaram, Kathleen Elliott-Schumann, Viji Somasundaram, Kathleen Vanderwall, Shelbi Cole, Dianna Carrizales-Vanderwall, Shelbi Cole, Dianna Carrizales-Engelmann, Deb Matthews, Tony Alpert Engelmann, Deb Matthews, Tony Alpert

http://www.k12.wa.us/SMARTER/Resources.aspxhttp://www.k12.wa.us/SMARTER/Resources.aspx

PD Modules from DPIPD Modules from DPI

Available at: Available at: https://center.ncsu.edu/nc/my/https://center.ncsu.edu/nc/my/ Log on with NC FALCON password.Log on with NC FALCON password. Topics:Topics:

The Call for ChangeThe Call for Change The Summer Institute 2011The Summer Institute 2011 Revised Bloom’s TaxonomyRevised Bloom’s Taxonomyhttps://center.ncsu.edu/nc/mod/resource/view.php?https://center.ncsu.edu/nc/mod/resource/view.php?

id=228941id=228941

Local Curricula Local Curricula

Bloom’s TaxonomyBloom’s Taxonomy

Remembering:Remembering: can the student recall or remember the information? can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce statedefine, duplicate, list, memorize, recall, repeat, reproduce state

Understanding:Understanding: can the student explain ideas or concepts? can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, classify, describe, discuss, explain, identify, locate, recognize, report,

select, translate, paraphraseselect, translate, paraphrase

ApplyingApplying: can the student use the information in a new way? : can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,

schedule, sketch, solve, use, write.schedule, sketch, solve, use, write.

AnalyzingAnalyzing: can the student distinguish between the different parts? : can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. distinguish, examine, experiment, question, test.

EvaluatingEvaluating: can the student justify a stand or decision? : can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluateappraise, argue, defend, judge, select, support, value, evaluate

CreatingCreating: can the student create new product or point of view? : can the student create new product or point of view? assemble, construct, create, design, develop, formulate, writeassemble, construct, create, design, develop, formulate, write

Collaborative PlanningCollaborative PlanningKindergarten- Kindergarten- Retelling with detailsRetelling with details// ordering from least to ordering from least to

greatestgreatest

11stst Grade- Grade- Problem ending and solutionsProblem ending and solutions/ / Time (Clock)Time (Clock)

22ndnd Grade- Grade-MainMain IdeaIdea / / EstimateEstimate lengths using units of inches, feet, lengths using units of inches, feet, centimeters and meterscentimeters and meters

33rdrd Grade- Grade- Fact and opinionFact and opinion/ / Numerical PatternsNumerical Patterns

44thth Grade- Grade- Summarizing and Figurative LanguageSummarizing and Figurative Language / / ProbabilityProbability

55thth Grade- Grade- Comprehension with a focus on vocabularyComprehension with a focus on vocabulary// Volume Volume (new next year)(new next year)